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Overcoming The Barriers: Twice-Exceptional Students

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Overcoming the Barriers: twice-exceptional students
There are many different aspects to the special education system. One area of interest is the best practice teaching strategies in a direct instruction (DI)/special room as it pertains to students with a disability. In particular, students with disabilities who have the cognitive ability to do grade level work or higher in order to meet the Least Restrictive Environment (LRE) where they can excel academically which some scholars referred to as the “twice exceptional.” The recent studies of twice-exceptional students are limited, but there are several scholarly authors moving forward with continuing research. There are many different works over special education and the different roles played …show more content…
Even with all the research and studies conducted there still seems to be a gap in the education system when it comes to twice-exceptional students. Research conducted involves different methodology and approaches. Regardless of the result, there are several themes that reoccur: the impact of legislation on the special education system, educating and supporting the educators, and correct placement of students with disabilities. Gagne’s Conditions of Learning theory stipulates that there are several different types or levels of learning and that each different type requires different types of instruction and supports the need for additional direct instruction (DI)/special room instructional options for “twice-exceptional” students. The sources from my research thus far have fallen within the scope of Gagne’s …show more content…
The focus of their research and use an educational lens for the most part. The authors touch on the legislation concerning gifted students and refer to the use of Functional Behavioral Analysis (FBA) to identify students. The framework of the study falls in line with the underachievement of twice-exceptional students in that they are not easily identified, and furthermore, there is no cohesive plan or strategy established to reverse underachievement. The author argues using established procedures in place for special education such as FBA can help identify the gifted underachievers. The authors focus is in finding those students with the cognitive ability to be highly successful academically who fall through the cracks in the educational system. The major difference in the research from the previous authors is the grade level. Ritchotte, Rubenstein, and Murry argue the need for intervention starts in middle school for identified underachievers. Ritchotte, Rubenstein, and Murry also argue the social aspect of being in middle school can hinder students. “Spending time with friends may become a priority over completing schoolwork” (Ritchotte, Rubenstein, and Murry, 2015, p. 103). The authors agree identifying at risk students is the main

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